Call for Volunteers: Apply by May 8 for AACTE Board, Standing Committees

Call for Volunteers: Apply by May 8 for AACTE Board, Standing Committees

Your association wants you! Are you ready to become a leader in the national educator preparation community, or do you know someone who is? Nominate yourself or a colleague by May 8 to serve in an AACTE governance role.

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President’s FY18 Budget Blueprint Includes Deep Cuts to Education

President Trump issued a blueprint of his budget request for Fiscal Year 2018 that includes a 13% cut to education spending, eliminating or dramatically reducing funding for several programs of importance to educator preparation.

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Call for Proposals, Reviewers for 2018 AACTE Annual Meeting ‘Celebrating Our Professional Identity’

Now through May 30, AACTE is accepting session proposals for the 70th Annual Meeting, to be held in Baltimore, Maryland, March 1-3, 2018.

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Dive Into Assessment Data, Accreditation Standards, More at AACTE Workshop

In just a few weeks, AACTE will bring expert facilitators and a selection of workshop sessions to Fort Worth, Texas, April 24-26.

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Free Webinars This Month on Incorporating CKT in Elementary Teacher Prep

Free Webinars This Month on Incorporating CKT in Elementary Teacher Prep

This month, AACTE will host free webinars on incorporating content knowledge for teaching (CKT) into education course work, presented by experts from TeachingWorks (University of Michigan) and ETS® Educator Series (Educational Testing Service).

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Sleepless in Seattle – and Everywhere Else, Too

For educators and those who prepare them, sleepless nights over recent national events have unfortunately become all too frequent. The most recent public discourse regarding the confirmation of the new U.S. Secretary of Education has certainly contributed to our level of concerns. In a recent op-ed I wrote that was published in The Virginian-Pilot, “Educational Objects in the Mirror,” I asked if perhaps these events are distracting us from our real worries. As dean of the Darden College of Education at Old Dominion University (VA), I realize that what really keeps me up at night is my state and local concerns – especially the growing shortage of teachers.

The need for more teachers is a cry that I hear on a daily basis from local schools. Recently, I was aghast to find out that in my state, the Commonwealth of Virginia, elementary teachers are now included on the shortage list. Those of us in the profession recognize the significance of the state’s shortage of elementary teachers. If that group of new professionals is diminishing, we really do have some sleepless nights ahead of us.

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AASCU Report Maps Challenges, Priorities for Teacher Preparation

A new report from the Teacher Education Task Force of the American Association of State Colleges and Universities (AASCU) makes a compelling case for quality teacher preparation, capturing the key challenges that make the current context complex but also offering recommendations for both university leaders and policy makers to move the field forward.

The task force conducted a survey last year of presidents, provosts, and education deans at state colleges and universities to gauge the current state of educator preparation. (The survey results are included as an appendix to the new report.) The responses informed conversations among task force members to distill the core themes, debate their implications in light of the latest research, and determine consensus recommendations for priority actions by higher education administrators. The results were combined to craft the new report, and the AASCU policy team added a set of priorities for federal and state policy.

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New AACTE Action Group to Focus on Rural Education

The author is chair of AACTE’s newly formed “Preparing Teachers for Rural Schools and Communities” topical action group. The views expressed in this post do not necessarily reflect the views of AACTE.

Rural schools and communities may appear as little more than blips on a map, known perhaps for their relaxed pace of life but largely anonymous to the rest of the world. In reality, though, these communities are a critical thread that holds our country together, and preparing educators for the unique needs of rural students and schools is a vital task.

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Feb. 22 Webinar to Share Lessons From AACTE’s NIC to Diversify the Teacher Pipeline

On February 22, AACTE will host the third installment of a four-part webinar series highlighting the experiences and findings of each of the 10 institutions in the AACTE Black and Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC). The webinar, “Diversifying the Teacher Pipeline at Boston University, the University of Arkansas at Little Rock, and William Paterson University: Lessons From AACTE’s NIC,” will be held Wednesday, February 22, from 1:00-2:00 p.m. EST.

The webinar will provide an inside look at the path of inquiry guiding the NIC’s overall work and how that process has shaped and changed recruitment and retention of Black, Hispanic, and Latino male teacher candidates at three participating institutions. Presenters will share specific initiatives and strategies developed through their participation in the NIC process to demonstrate how NIC-developed approaches can be adapted locally to advance a common goal – in this case, to increase the percentage of Black and Hispanic/Latino men receiving initial teaching certification through educator preparation programs.

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Request an AACTE Presentation at Your State Chapter Conference

As you plan conferences, retreats, and other meetings of AACTE state chapters, please keep in mind that AACTE staff are available to serve as speakers and presenters on a wide array of topics. Just complete a simple form on our website to request the content you need.

To align with AACTE’s latest initiatives and programs, we recently updated the request form to include the following session topics:

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Desmond Hodge Named Holmes Scholar of the Month

Congratulations to February Holmes Scholar of the Month Desmond Hodge!

Hodge is a 4th-year educational leadership doctoral candidate at Florida A&M University (FAMU). He also serves as clinical services coordinator at the FAMU Center for Disability Access and Resources, where he conducts educational evaluations to identify factors that contribute to students’ learning difficulties.

Hodge’s dedication to scholarship is evident within the Holmes Program and his university. His passion for research permeates all aspects of his professional and educational experiences. He embodies the “growth mindset” that frames his research and serves as a source of support and advocacy for K-12 students as well as for undergraduate students at FAMU.

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Can’t-Miss Events: An Annual Meeting Overview

In just 3 weeks, AACTE will welcome thousands of members and partners to Tampa, Florida, for the 69th AACTE Annual Meeting. We eagerly anticipate the addition of your voice to our convening under the theme “Acting as One: The Power of the Professional Community.”

To make the most of your time in Tampa, be sure to create a personal schedule in our mobile-friendly Online Event Planner. (In fact, the online planner is the only place to get session information, as we no longer print program books.) Once you’ve created your personal schedule in the Online Event Planner, you can export it to your calendar or just continue to access it through the planner site.

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Forward Focus: Act Locally and Keep the Lights Turned Up

Like many of you, I’ve been dismayed at the recent barrage of executive orders, controversial nominees, and heated discourse on every news feed. At the same time, the amazing display of activism and civic engagement since the inauguration has been heartening. While none of us can go to every demonstration or contact our representatives constantly, the urge to act is strong.

So what do we do? As truly significant issues of democracy are at stake, how do we choose where to direct our energies to make a meaningful difference? When such questions come to mind, I recall the voice of the 11-year-old South African boy Nkosi Johnson, who was born with HIV and became famous for his memorable address at an international conference on AIDS in 2000. This wise young man urged those assembled to get busy – even in the face of scientific unknowns and the social stigma associated with the disease that would take his life less than a year later. He said, “Do all you can with what you have, in the time that you have, in the place you are.”

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Collaborative Learning, Strong Partnerships Yield Mutual Benefits in Mason PDS Model

AACTE’s Research-to-Practice Spotlight Series featuring the George Mason University (VA) College of Education and Human Development continues this week with two new videos exploring the effects of the college’s clinical practice model. These videos highlight the mutual benefits enjoyed by participants at both George Mason and its partner elementary schools as well as changes that teacher candidates and their mentors are seeing in their classrooms and in their teaching styles.

The strong partnership between the College of Education and Human Development at George Mason University (GMU) and its professional development schools (PDSs) brings benefits to all involved. Teacher candidates enjoy the yearlong clinical placement in a local school where they are immersed with the staff and community from the beginning and gain a real-world teaching experience. On the school side, teacher mentors who provide their expertise to help prepare candidates end up learning from their interns as well. Add in the benefit to schools of having many extra adults working toward common goals and the fresh perspectives gained by participating GMU faculty, and it’s easy to see why the PDS model is worth the effort to run.

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Call for Proposals: JUSTEC 2017

The 29th annual conference of the Japan-U.S. Teacher Education Consortium (JUSTEC) will be held September 14-17 at the University of Hawaii at Manoa. Although registration is not yet open, the submission site is ready for your paper and poster presentation proposals, due by April 5.

JUSTEC organizers seek presentations related to educator preparation in either country – or, better yet, related to collaborative research or exchange between the two. In particular, this year’s conference has three invited areas of interest:


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